CHCECE011 Provide experiences to support children’s play and learning

Required Readings
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the required
knowledge and skills required to support children’s play and learning.
Elements
The following elements define the essential outcomes of this unit: Element 1 Create an environment for play Element 2 Support children’s play and learning Element 3 Facilitate children’s play, learning and physical activity
Assessment Requirements
This unit of assessment contains 6 individual theory tasks:
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CHC30113
CHC50113
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© 2014
CHCECE011
Provide experiences to support children’s
play and learning
Theory Assessment Tasks
CHC30113Certificate III in Early Childhood Education and Care
CHC50113 Diploma in Early Childhood Education and Care
Theory Assessment Tasks Task Completed
1.1: Playing
1.2: Following Interests
1.3: Participation and Interactions
1.4: Play Environments and Safety
1.5: Learning Through Play
1.6 Planned experience

In order to complete this unit of competency you are required to access the following key resources.
Textbook
 Kearns, K. (2013). Birth to Big School: Working in Children’s Services (3rd ed.). Cengage Learning.
Refer to Chapter 5: Playing
Chapter 6: Play and Learning
Core Documents
 Australian Children’s Education and Care Quality Authority. (2011). Guide to the Education and Care
Services National Law and the Education and Care Services National Regulations. ACT:
Commonwealth of Australia.
 Australian Government Department of Education, Employment and Workplace Relations. (2009).
Belonging, Being and Becoming: The Early Years Learning Framework for Australia.Canberra:
DEEWR.
Additional Readings for this Unit
 Early Childhood Australia. (2011). Learning Outcomes. The Early Years Learning Framework
Professional Learning Program e-Newsletter, 6. Retrieved from
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-
Newsletter_No6.pdf
 Eco-Healthy Child Care. (2013). Eco-Healthy Child Care Checklist. Retrieved from
http://www.oeconline.org/resources/publications/kitsandtipsarchive/ehcc-checklist
 The Royal Children’s Hospital Safety Centre. (2008). Toy safety for pre-school [Fact Sheet]. Melbourne,
VIC: Safety Centre, The Royal Children’s Hospital.
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CHC30113
CHC50113
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© 2014

Assessment Instructions
Assessment Instructions
You need to provide a satisfactory response to each question in the space provided to gain a
satisfactory result in each assessment task.
The following icons have been used to indicate key information relating to the tasks:
Indicates the beginning of a new task
Indicates the readings that are required to complete the task successfully.
Please Note: Textbooks are required to complete all questions and are listed at the start
of each task.
Indicates where a question is being asked
Indicates where a student response is required
Indicates a practical task for a student to complete
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CHC30113
CHC50113
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© 2014

Required Readings
Theory Assessment Task 1.1 – Question 1
Question 1a.
Question 1b.
1.1 Playing
Element 1 Create an environment for play
Element 2 Support children’s play and learning
Element 3 Facilitate children’s play, learning and physical activity
You will also need to access the following reading:
 Australian Government Department of Education, Employment and Workplace Relations (pp. 6, 9,
15 and 34). (2009). Belonging, Being and Becoming: The Early Years Learning Framework for
Australia.Canberra: DEEWR.

How is play-based learning defined in the Early Years Learning Framework (EYLF)?
Play based learning is defined as a context used for learning that helps children make sense of
and organise all their social world, during active engagement with object people and representations
(Australian Government Department of Education, Employment and Workplace Relations, 2009).
How does play promote development (i.e. play as a context for learning)?
Play promotes development by creating provisions for the children to utilise their creativity to the
maximum limit, while developing their physical, emotional and cognitive strength. it also helps in
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Question 1c.
development of dexterity and emotion. it allows children to interact and engage with the
surrounding world, thereby promoting brain development (Australian Government Department of
Education, Employment and Workplace Relations, 2009).
List the four key elements of Early Years Learning Framework Learning Outcome 4: Children are confident
and involved learnersand suggest one way these elements can be promoted by educators through play.
Outcome 4 Element How this can be promoted through play
Children are able to develop a range of
processes and skills related to inquiry,
problem solving, hai hypothesising,
experimentation, investigation and
research.
Creating play learning environment that will encourage
children to experiment or take risks in their learning.
Joining children's play and model reasoning to predict
dare game. Provide them with resources that can
surprise or intrigue them (Australian Government
Department of Education, Employment and Workplace
Relations, 2009).
Children are able to develop learning
disposition such as cooperation
commitment curiosity persistence
enthusiasm and imagination.
Providing them open and flexible learning environment
and discussing their ideas. Providing the opportunity to
revisit the ideas and build on their knowledge.
Children are able to adapt and transfer their
learning from one context to other
Valuing their ideas in Science while talking, and
supporting them in constructing a wide variety of
solutions to a particular problem. Sharing and
transferring knowledge during play activities.
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CHC30113
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Theory Assessment Task 1.1 – Question 2
Question
They are able to resolve their learning by
connecting with different people,
technologies places and materials.
Providing them opportunities that help them construct
different materials. Also increasing their exploratory and
sensory experiences with the natural and processed
world (Australian Government Department of Education,
Employment and Workplace Relations, 2009).
What are the important features of play? ( List 5 key features of play)
1. Play is often self directed and self chosen, which suggests that the players are free to quit the
activity whenever they want.
2. Play is often guided by mental rules and abilities that focus on the calmness and structure of
children.
3. Means are always more valued than the end of the activity since children are focused on the
processes.
4. It is often imaginative and non-literal and is always marked off in a nature away from reality.
5. It also involved and a lot and active frame of mind without giving stress to the children.
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CHC30113
CHC50113
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Theory Assessment Task 1.1 – Question 3
Question
Match the type of play with the social play scenarios.
Types of Play
 Parallel play
 Co-operative play
 Solitary play
 Associative play
 Onlooker
Social Play Scenarios
Parallel play a. Bailey and Erin (2 years 10 months) are busy in the home corner. Both have dolls in a
pram and appear to be getting ready to go shopping. ‘I going to shops’, says Bailey. ‘Me
too’, says Erin. Both children move away in different directions.
Solitary play b. Kem and Hollie (2 years) are in the sandpit. They both have small trucks and are both
making roads. There is no communication between the two children, although Kem
occasionally glances at Hollie’s truck.
Onlooker c. Milly (10months) watches intently as the older toddlers play with xylophones.
Co-operative
play
b. Caitlan (16 months) has been playing with some soft blocks. She looks up and notices
two preschool children building with blocks. She watches them intently for a moment then
returns to her own play.
Associative
play
c. A group of preschool children is busy playing in the digging patch area. The children
have decided to build a zoo. The children have moved rocks and boulders around to
create enclosure and are now creating some water holes for the animals. There is a great
deal of discussion and negotiation between the children.
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CHC30113
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© 2014

Theory Assessment Task 1.1 – Question 4
Question
Theory Assessment Task 1.1 – Question 5
Question
Match the type of play with the cognitive play scenarios.
Types of Play Sensorimotor
 Imaginative
 Constructive
 Games with Rules
Cognitive Play Scenarios
Games with Rules a. The preschool children play a game of dominoes together.
Constructive b. Dane makes an elephant from clay using photographs to guide his work.
Sensorimotor c. Macky (12 months) sits for 10 minutes absorbed in repeatedly stacking blocks into a shoe
box and tipping them out.
Imaginative d. Elise and Amy use pieces of hose to pretend they are putting out a fire in the home corner.
Dramatic play provides children with a wide range of opportunities to promote learning and development.
Look at each photograph and match it to the type of dramatic play from the list below.
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CHC30113
CHC50113
Assessment Version
3
Validation Date Date revalidation Validating Teachers initials Page
8 of 32
TAFE NSW
© 2014